WELCOME TO OUR CREW!csmh.umaryland.edu/media/SOM/Microsites/CSMH/docs/Conferences/21st...• Weekly...

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Building a Behavioral Health Model for SchoolsBoston Public Schools – MTSS Tier 1 Toolkit

October 1, 2016

21st AnnualConference on Advancing School Mental Health |San Diego

Achilles Bardos, Ph.D.University of NorthernColorado

Mary Zortman Cohen, Ph.D.Boston Public Schools

WELCOME TO OUR CREW!

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ICEBREAKER

PURPOSE

•Why?

OUTCOME

•What?

PROCESS

• How?

I work at the _____________________ school (district).

Comprehen

sive Beh

avioral

Health M

odel (CBHM)

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About CBHM

Alphabet Soup?

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Comprehen

sive Beh

avioral

Health M

odel (CBHM)

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School teams understand CBHM Essential Components: Instruction, Assessment, Data‐based Decision MakingSchool teams identify concrete steps to implementing Tier 1 Essential Components in their buildingsSchool teams recognize supports available through CBHM and how to request help throughout the yearSchool teams understand good teaming process & procedures

Tier 1 Essential Components Table

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TIER I PBIS ESSENTIALS

• EXPECTATIONS DEFINED1• EXPECTATIONS TAUGHT2• REINFORCEMENT SYSTEM3• CONSEQUENCE SYSTEM4•DATA SYSTEM5

Social Emotional Learning

casel.org

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Problem Solving Process

Problem Identification


Problem AnalysisProblem Analysis

Plan Development

Plan Development

Plan Evaluation

Plan Evaluation

The Data Wise Improvement Process

Copyright © 2013 The President and Fellows of Harvard College http://www.gse.harvard.edu/datawise

Source: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Learning and Teaching, Revised and Expanded Edition. Ed. K.P. Boudett, E.A. City, R.J. Murnane. (Cambridge, MA: Harvard Education Press, 2013).

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Individual Students

Classrooms

Grades

School

• SST

• IEP

Grade Level Teams

• ILT

• PBIS

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CBHM OutcomesC

OH

OR

T O

NE

CBHM Outcomes

CO

HO

RT

TW

O

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CBHM OutcomesC

OH

OR

T O

NE

CBHM Outcomes

CO

HO

RT

TW

O

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Repeated Measures Analysis

Among all students with consistent (longitudinal) data available for three years (n = 1,433)

Statistically Significant Improvements in 4 out of 5 scales measured on BIMAS

Repeated Measures Analysis

Among students with consistent (longitudinal) data available for three years who scored “at risk” at T1 (n ranges from 384‐433 depending on scale):

Statistically Significant Improvements in 5 out of 5 measured on BIMAS

Largest effect observed among students at risk for negative affect (internalizing) problems.

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Academic Indicators

An analysis of SY 14‐15 MCAS & PARCC Data revealed the following:

• Students in CBHM schools outperform students in non‐CBHM schools on state tests.

• Academic performance appears stronger for students in schools that have been implementing CBHM for a longer period of time.

60

65

70

75

80

85

90

95

100

CBHM Studentsn=4138

Non CBHM Studentsn=8303

Average CPI Score

(Composite Perform

ance In

dex)

Academic Performance SY 14‐15CBHM vs. Non CBHM Students

ELA

MATH

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60

65

70

75

80

85

90

95

100

Cohort 1n=1544

Cohort 2n=618

Cohort 3n=1198

Cohort 4n=778

Average CPI Score

(Composite Perform

ance In

dex)

Academic Performance SY 14‐15CBHM by Cohort

ELA

MATH

WHERE TO FIND HELP!

Coaching Google Drive

Websites Books/Articles

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BREAK!

10‐10:10

Our Time Together

Wedge “Deliverables” Time

Foundational Team Building Mission Statement Roles & Responsibilities Norms

TBD

Instruction SEL Plan for SELPBIS Core Values Matrix Lesson Plan

TBD

Assessment

Assessment Plan TBD

Data Based Decision Making Plan for Data Based Decision

Making TBD

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Practicing Good Team Hygiene

1. Mission Statement

2. Roles & Responsibilities

3. Norms

4. Agenda

5. Action Plan

TEAM WORK MAKES THE DREAM WORK

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Social Emotional Learning

Educating the mind without

educating

the heart is no education at all

-Aristotle

“

“

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Second Step Early Learning thru 8th Grade

The SOS Signs of Suicide

• School‐based suicide prevention program

• Addresses suicide risk and depression, while reducing suicide attempts

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Break Free from Depression

Break Free from Depression is a 4‐module curriculum focused on increasing awareness around adolescent depression and it is designed for use in high school

classrooms.

Restorative Justice

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Team Work

Guided Discussion

• 10 Minutes

16‐17 Action Plan

• 25 Minutes


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Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

PBIS VIDEO

Dr. Terry Scott – Explaining PBIS to Adults

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TIER I ESSENTIALS


TIER I ESSENTIALS


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EXPECTATIONS DEFINED

Five or fewer positively stated behavioral expectations, and examples by setting/location for student and staff behaviors.

Example:

• Behavior Matrix

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Remember to focus on…

• Accessible Language

– Multiple Languages

– Icons/graphics

– Differentiate by school level (elementary, middle, high)

• Observable behaviors

– Clear

– General (all settings)

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Common Pitfalls

• Minimal number of words✖ Wash your hands so well that they shine!

✓ Wash with soap.

• Positively Stated✖ Don’t be late

✓ Arrive on time

• Mutually Exclusive✖ Respect, Kindness & Inclusivity

✓ Safe, Respectful & Responsible

Team Work

55 minutes

55 minutes

Create or modify your school’s core values & behavior matrix

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TIER I ESSENTIALS


WHY TEACH BEHAVIOR?

MAKE THE RIGHT THING EASY AND THE WRONG

THING HARD

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EXPECTATIONS TAUGHT

Expected academic and social behaviors are taught directly to all students in classrooms and other campus settings/locations

Example:

• Matrix Lesson Plans

• Universal Social Emotional Learning Curricula

Guiding Principles of PBIS

If many students are making the same

mistake, consider changing system….not

punishing students

Start by teaching, monitoring, &

rewarding…before increasing punishment

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We all Have Baggage….

• Poverty• Language barriers• Little parent interaction• Inconsistent discipline• Little or no monitoring• Lack of pro‐social community engagement

Students may come with some heavy baggage:

Why Teach Behavior?

• Can’t ‘make’ students behave

• Can create an environment that increases likelihood

• Guided by core curriculum• Implemented consistently, with fidelity

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Repetition is Key

For a child to learn something new, it needs to be repeated on average 8 times

For a child to unlearn an old behavior and replace it with a new behavior, the new behavior must be repeated on average 28times

‐Harry Wong

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When Do We Teach Behavior?

• At beginning of the year kickoff • When data show a problem • Weekly or daily – teaching, re‐teaching• Proactively – before class/activity• Spontaneously ‐ ‘teaching moments’

What are Behavior Lesson Plans?

• Structure for teaching expected behaviors

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Teach Behavior Like You Teach Academics

DEFINESimplyDEFINESimply

MODELMODEL

PRACTICEIn SettingPRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Components of a Behavior Lesson Plan

• Purpose for lesson• Non‐examples and Examples • Modeling• Role playing – students practice skill• Reinforcement • Acknowledgment

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Designing a Behavior Lesson Plan

Select the skill to be taught

• Skills are taken directly from the behavioral matrix

• Select skills based on the trends in your data

Writing a Behavior Lesson Plan

• Name the skill • Align to school‐wide expectation• Introduce rule/skill• Demonstrate rule/skill

• Teacher first• Students can role play

• Provide feedback • Acknowledge

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Examples Onlinehttp://charactercounts.org/lesson‐plans/lesson_planes_sr.php?age_group=6‐9%20yrs.

http://pbiscompendium.ssd.k12.mo.us/LessonPlans/ElementaryMatrix.htm(bunch of lesson plans for elementary)http://pbiscompendium.ssd.k12.mo.us/LessonPlans/MiddleMatrix.htm(bunch of lesson plans for middle school)

http://coedpages.uncc.edu/bric/behavior%20lesson%20plans.pdf

http://www4.smsd.org/positivebehaviorsupports/html31169.htm

From Louisiana:http://stage.redstick.com/content_lasig/media/Lesson_Plans.pdf

Example ‐ Discussion

• How can you improve it?

• How can you apply it to your own school?

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Expectation:

Skills

Introduction & Rationale

Teacher Model

Role-PlayExample:Nonexample:Example:Student Example:

Signal

Review

Practice throughout the Day

Homework

Supplemental Activities

Practice

PURPOSE OF THE LESSON/WHY IS IT IMPORTANT.

1.

2.

Behavior Lesson Plan Template

UNIVERSAL EXPECTATION:_______________________________

NAME OF SKILL/SETTING:________________________________

What do the data show? (Who, what, where, when, how often, why is it continuing?)

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Practice, cont.

TEACHING EXAMPLES

1.

2.

3.

How can you model non‐examples and examples?

How will you know if students understand?

Practice, cont.

STUDENT ACTIVITES/ROLE PLAYS

1.

2.

3.

What types of activities can the students do to model the behavior?

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Practice, cont.

FOLLOW UP/ REINFORCEMENT ACTIVITES

1.

2.

3.

How will you encourage students to continue using the behavior?

How will you acknowledge students for using the behavior?

Planning for Teaching Behavior: Guiding Questions

• How will expectations be taught? • What is teaching schedule (dates, times) for year?• Who is responsible for teaching expectations? • Who is responsible for writing behavioral lesson plans based on data trends?

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Tips for Creating Lessons

Build on what you already have (e.g., Second Step) Involve staff and students in the development

process

Tips for Teaching Behavior

• Pre‐correct before activity • Have a plan for behavioral acting‐out• Practice conducted in actual setting• Use non‐example and example• Use high frequency acknowledgments (4:1 positive statements:corrective statements)

• Use a variety of strategies:• Written • Graphic• Modeling• Videos

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More Ideas

• Have students create skits.• Have students write letters to their parents or

articles for the school newspaper about expectations.

• Play “Pictionary” or “Jeopardy” with expectations.

• Use older students to show younger students

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LESSON 1

GOAL: Introduce, discuss and model cafeteria positive behavior expectations. AREA: Classroom TIME ALLOTTED: 10 – 15 minutes MATERIALS: Cafeteria PBIS Behaviors, Cafeteria Voice Level Chart TEACH:

A. Overview of the lesson: “This month, the whole school is focusing on our behavior in the cafein the classroom about this behavior. Then, later, we will practice in the cafeteria. If we wFancy Lunch.”

B. Engage Prior Knowledge: “How do you think our cafeteria behavior is now? Turn to a partnewords/adjectives.” Call upon a few students to share their answers with the whole class.

C. Definition of Haley Behavior Matrix for the Cafeteria. See above matrix for expectations. 1. Show the Behavior Matrix and say out loud each expectation. MODEL:

A. Discus s, demonstrate examples or show pic ture s of NOT FOLLOWING expec tat ion1. Positivity. Discuss not following positive expectations in the cafeteria (wasting food; n 2. Expectations. Have two students show an example of NOT using a “Formal Normalshow (mime) what it is like to not eat all food while seated at the table; have two students themselves; have two students show what it is like to not ask permission to leave. Talk wimight not be following expectations in the cafeteria. 3. Acceptance. Show example of NOT respecting privacy and personal space, being acceaccepting all classmates at your table. Talk with students about how else a person might nthe cafeteria.

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Implementation of Lesson Plans

Year‐long week‐by‐week schedule template in your

binder

Team Work

35 minutes

35 minutes

Create a lesson plan for ONE area in your school

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TIER I ESSENTIALS

•EXPECTATIONS DEFINED1•EXPECTATIONS TAUGHT2•REINFORCEMENT SYSTEM3•CONSEQUENCE SYSTEM4•DATA SYSTEM5

Team Work

15 minutes

15 minutes

Complete +/Δ• School Team• Training Overall

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+/Δ SHARE OUT

2:45‐2:50

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TIER I ESSENTIALS


REINFORCEMENT SYSTEM

A written set of procedures for specific behavior feedback that is:

[a] linked to school‐wide expectations and

[b] used across settings and within classrooms.

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TIER I ESSENTIALS


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CONSEQUENCE SYSTEM

Clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure for addressing office‐managed vs. staff‐managed problems.

Examples• Office Discipline Referral forms that emphasize school‐wide expectations

• Procedures outlines for entering events into SIS/ASPEN

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Managed in Classroom

Managed out of classroom

Handled in classroom

•

Support: School Leaders

TIER I ESSENTIALS


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DATA SYSTEM

Teams use multiple sources of data at least monthly for decision‐making.

Examples:

• BIMAS

• SIS Conduct

• Attendance

• CBM

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TIER I ESSENTIALS


TIERED FIDELITY INVENTORY

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Purpose

• The purpose of the School‐wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. It assesses across all three tiers.

www.pbisapps.org

There is an account set up for the internal coach in each school. To use your account, visit the PBIS Apps site (www.pbisapps.org) and select PBIS Applications Login on the right hand side of the black app bar at the top of the page. Enter the following account information:

• User Name: [your email address]• Password: [if you don't have one already set, request to

change password]

If you would like additional users added to your schools’ account on PBIS Apps, please contact your external coach.

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Completing the TFI

The TFI should be completed at your Tier One team meeting. It allows for your team to think together about implementation and give feedback that will help guide your action planning.

The TFI is completed quarterly (3 times throughout the school year). The TFI must be completed prior to scheduling quarterly meetings with school administrators and CBHM coaches (internal & external).

Total score (TFI)

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Sub-scale report

Sub-subscale report

Tier ITeamsImplementationEvaluation

Tier IITeamsInterventionsEvaluation

Tier IIITeamsResourcesAssessmentSupport planMonitoring and adaptation

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Action Planning

An Action Plan is then created based off the team responses to the TFI. It is then used to guide the action steps for your team to prioritize.

Universal Screening Tools

• Recognized best practice

• Only used in 2% of districts nationwide

• BPS Piloting Procedures

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Universal Screening

!

TOOL AGES GRADES DESCRIPTION

BIMAS – !!Behavioral Intervention Monitoring Assessment !System

5 to 18 K2 to 12th

34 items!4 point scale!!SCALES:!Conduct!Negative Affect!Cognitive/Attention!Social Skills!Academic Functioning!!Can be completed by Teachers, Parents and Students (6th – 12th grade)

BESS – !!Behavioral and Emotional !Screening !System, Preschool Form

3 to 5 K0 & K1 20 items!4 point scale!!SCALES:!Behavioral and Emotional Risk Index (BERI)!!SUBSCALES:!Externalizing Risk Index (ERI)!Internalizing Risk Index (IRI)!Adaptive Skills Risk Index (ARI)!!Can be completed by Teachers and Parents

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Logistics

• Approximately 3‐5 minutes per student

• All Students screened by one teacher/staff

– Decision rule

Train StaffConduct Screenings

Review Data

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Team Work

25minutes

25minutes

Complete Assessment POP form

Tiered Fidelity Inventory (TFI)

• Teams complete

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Team Work

30minutes

30minutes

Complete a baseline TFI

www.pbisapps.org

USERNAME: BPS EMAILSET UP YOUR OWN PASSWORD

Dream come true:

The time you NEVER get during the school year

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Team Work

60minutes

60minutes

Continue working on “Golden Ticket” deliverables

DATA‐BASED DECISION MAKING

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Individual Students

Classrooms

Grades

School

• SST

• IEP

Grade Level Teams

• ILT

• PBIS

Data Based Decision Making



Problem AnalysisProblem Analysis

Plan Development

Plan Development

Plan Evaluation

Plan Evaluation

• Problem Solving Process

• Often reflected in school forms (e.g. SST Referral) or meeting formats (e.g. PBIS/CBHM/Climate Team Agenda

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• Process• DESE has provided this process to

help schools and districts develop problem solving procedures at macro levels


The Data Wise Improvement Process

Copyright © 2013 The President and Fellows of Harvard College http://www.gse.harvard.edu/datawise

Source: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Learning and Teaching, Revised and Expanded Edition. Ed. K.P. Boudett, E.A. City, R.J. Murnane. (Cambridge, MA: Harvard Education Press, 2013).

• Process with Protocol• BPS ILT teams have been trained• Protocol can be used/modified

for any school team provided staff have been trained

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• Data Driven Dialogue• Training Protocol to help staff/teams coalesce around data & DBDM

• Steps:– Introduction– Make Predictions & Explore Assumptions– Explore the Data– Act on the Data– Come to Consensus– Debrief


• School Forms & Data Entry/Organization

– SST form

– ODR data entry procedures

• Entry & Exit Criteria

– Academic Supports

– Behavioral Supports

• Clearly articulated processes for requesting support & accessing resources

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WHOLE GROUP REFLECTION

pollev.com/jillsnyder532

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EVALUATION

Workshop Evaluation

Please complete the workshop evaluation form.

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THANK YOU!

and always remember….

WELCOME TO OUR CREW!csmh.umaryland.edu/media/SOM/Microsites/CSMH/docs/Conferences/21st...• Weekly...

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